Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jing Yan, Tennessee State University; Lin Li P.E., Tennessee State University

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NSF Grantees Poster Session

Paper ID #41039Board 183: A Case Study of AFL Models on Factors of Engaged Learning inSTEM EducationDr. Jing Yan, Tennessee State University Dr. Yan is currently the Research Associate Professor and Director of Grant Services of College of Engineering at Tennessee State University. She got her Ph.D. from Jackson State University in 2018. Her expertise is in engineering education, underrepresented student’s development in STEM education, data analysis using SPSS and discourse analysis, artificial intelligence, and human-computer interaction. Dr. Yan is the author or co-author of 20 peer-reviewed papers and principal

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kirk Thelen, Michigan Technological University; Timothy Lawrence Perr, Michigan Technological University; Briana C Bettin, Michigan Technological University; Kelly Sheridan Steelman, Michigan Technological University; Leo C. Ureel II, Michigan Technological University; Charles Wallace, Michigan Technological University

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NSF Grantees Poster Session

Paper ID #44100Board 207: Breaking Digital Barriers: Designing a Sociotechnical System forRemote Digital AssistanceKirk Thelen, Michigan Technological UniversityTimothy Lawrence Perr, Michigan Technological UniversityBriana C Bettin, Michigan Technological University Dr.Briana Bettin is an assistant professor of Computer Science and Cognitive and Learning Sciences at Michigan Technological University. Her research goals intersect computing education, user experience, and reimagining sociotechnical design through consideration of human communication, learning, interest, and impacts.Dr. Kelly Sheridan Steelman, Michigan

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Elliott Clement, Oregon State University; James L. Huff, University of Georgia; Shane A. Brown P.E., Oregon State University

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NSF Grantees Poster Session

Paper ID #42447Board 224: Characterizing Design Activity Engagement: A Summary ofInsights from Year TwoElliott Clement, Oregon State University Elliott Clement is a doctoral student at Oregon State University. His current research is using grounded theory to understand identity and motivation within the context of capstone design courses. He is also part of a research team investigating context-specific affordances and barriers faculty face when adopting evidence-based instructional practices in their engineering courses.Dr. James L. Huff, Harding University Dr. James Huff is an Associate Professor of Engineering

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Michael W. Thompson, Baylor University; Anne Marie Spence, Baylor University; William A Booth, Baylor University; Taylor Wilby, Baylor University

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NSF Grantees Poster Session

Paper ID #43675Board 248: ECS Scholars Progress Report: Outcomes from a Data-DrivenSupport StrategyDr. Michael W. Thompson, Baylor University Michael Thompson received his BS, MS and PH.D. degrees in Electrical Engineering from Texas A&M University. He a professor in the Department of Electrical and Computer Engineering at Baylor UniversityDr. Anne Marie Spence, Baylor University Clinical Professor Mechanical EngineeringWilliam A Booth, Baylor UniversityTaylor Wilby, Baylor University ©American Society for Engineering Education, 2024 ECS Scholars Progress Report

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rui Wu, East Carolina University; Sergiu Dascalu, University of Nevada, Reno; Zhen Zhu, East Carolina University; David Feil-Seifer; Marjorie Campo Ringler, East Carolina University; Bryan C. Hutchins; Laura Rosof; Ponkoj Chandra Shill, University of Nevada, Reno; Hossein Jamali, University of Nevada, Reno; Frederick C Harris Jr., University of Nevada, Reno

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NSF Grantees Poster Session

Paper ID #41962Board 413: Undergraduate Robotics Education with General Instructors Usinga Student-Centered Personalized Learning FrameworkDr. Rui Wu, East Carolina University Rui Wu received a Bachelor degree in Computer Science and Technology from Jilin University, China, in 2013. He then pursued his Master and Ph.D. degrees in Computer Science and Engineering at the University of Nevada, Reno, completing them in 2015 and 2018, respectively. Currently, Rui works as an assistant professor in the Department of Computer Science at East Carolina University, collaborating with geological and hydrological scientists to

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Summer Dann , Louisiana State University; Jo Dale Ales; Karim Elkholy, Baton Rouge Community College (BRCC); Warren N. Waggenspack Jr., Louisiana State University; Adrienne Steele, Louisiana State University

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

Paper ID #8584Louisiana State University and Baton Rouge Community College – A Part-nership for STEM Student SuccessMs. Summer Dann , Louisiana State UniversityDr. Jo Dale Ales,Dr. Karim Elkholy, Baton Rouge Community College (BRCC) Karim N. Elkholy, Ph.D. Professional Preparation: Arab Academy for Science and Technology and Maritime Transport (AASTMT), Egypt, Mechanical Engineering, BS 9/1994, MS 7/1999 Louisiana State University, Mechanical Engineer- ing, Ph. D. 12/2007 Professional Appointments: 8/2011 – Present Engineering Program Manager / Assistant Professor, STEM Department (Science, Technology, Engineering &

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Shiwen Mao, Auburn University; Yingsong Huang, NetApp Inc.; Yihan Li, Auburn University

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

Paper ID #8733On Developing a Software Defined Radio Laboratory Course for Undergrad-uate Wireless Engineering CurriculumProf. Shiwen Mao, Auburn University Shiwen Mao received Ph.D. in electrical and computer engineering from Polytechnic University, Brook- lyn, NY. Currently, he is the McWane Associate Professor in the Department of Electrical and Computer Engineering, Auburn University, Auburn, AL, USA. His research interests include cross-layer optimiza- tion of wireless networks and multimedia communications, with current focus on cognitive radio, small cells, 60 GHz mmWave networks, free space optical networks, and

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Marcia A. Mardis, Florida State University; Faye R. Jones, Florida State University

Tagged Topics

NSF Grantees Poster Session

Paper ID #33402Assessing Educational Pathways for Manufacturing in Rural Communities:Research Findings and Implications from an Investigation of New andExisting Programs in Northwest FloridaDr. Marcia A. Mardis, Florida State University Marcia A. Mardis is a Professor and Associate Dean at Florida State University’s College of Communica- tion and Information and Associate Director of the Information Institute. Author of numerous publication and recipient of over two decades of federally funded research grants, Dr. Mardis’ work focuses on pro- fessional identity development, educational text and data mining, and technician

Conference Session

NSF Grantees: Workforce Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Marcia A. Mardis, Florida State University; Faye R. Jones, Florida State University

Tagged Topics

Diversity, NSF Grantees Poster Session

Paper ID #30259Assessing School-to-Career Pathways for Manufacturing in RuralCommunities: Further Investigation of Advanced Manufacturing ProgramsinNorthwest FloridaDr. Marcia A. Mardis, Florida State University Marcia A. Mardis is a Professor and Associate Dean at Florida State University’s College of Communica- tion & Information and Associate Director of the Information Institute. Author of numerous publication and recipient of over two decades of federally funded research grants, Dr. Mardis’ work focuses on professional identity creation, educational text and data mining, and technician education improvement.Dr. Faye R

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joseph A Daraio, Rowan University; Ralph Alan Dusseau P.E., Rowan University

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NSF Grantees Poster Session

Paper ID #11466Infrastructure Education using the Impacts of Extreme Storms as Case Stud-iesDr. Joseph A Daraio, Rowan University Dr. Daraio is Assistant Professor of Water Resources Engineering in the Department of Civil & Envi- ronmental Engineering. His research is focused on using and developing models to assess the potential impacts of climate and land-use change on water resources. He is particularly interested in the poten- tial impacts due to increased frequency and magnitudes of extreme precipitation events. Prior to coming to Rowan he was a postdoctoral research scholar at North Carolina State University (2010

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Marcia A. Mardis, Florida State University; Faye R. Jones, Florida State University

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NSF Grantees Poster Session

Paper ID #25132Board 100: Work in Progress: Developing a Body of Knowledge to IllustrateAdvanced Manufacturing Competency and IdentityDr. Marcia A. Mardis, Florida State University Marcia A. Mardis is a Professor and Associate Dean at Florida State University’s College of Communica- tion & Information and Associate Director of the Information Institute. Author of numerous publication and recipient of over two decades of federally funded research grants, Dr. Mardis’ work focuses on professional identity creation, educational text and data mining, and technician education improvement.Dr. Faye R Jones, Florida State University

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Marcia A. Mardis, Florida State University; Faye R. Jones, Florida State University

Tagged Topics

Diversity, NSF Grantees Poster Session

Paper ID #25299Board 101: Assessing Educational Pathways for Manufacturing in RuralCommunities: An Investigation of New and Existing Programs in NorthwestFloridaDr. Marcia A. Mardis, Florida State University Marcia A. Mardis is a Professor and Associate Dean at Florida State University’s College of Communica- tion & Information and Associate Director of the Information Institute. Author of numerous publication and recipient of over two decades of federally funded research grants, Dr. Mardis’ work focuses on professional identity creation, educational text and data mining, and technician education improvement.Dr. Faye R Jones

Conference Session

NSF Grantees: S-STEM 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sara A. Atwood, Elizabethtown College; Kurt M. DeGoede, Elizabethtown College

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Diversity, NSF Grantees Poster Session

Paper ID #28258NSF S-STEM EPIC Scholarship ProgramDr. Sara A. Atwood, Elizabethtown College Dr. Sara A. Atwood is an Associate Professor and Chair of Engineering at Elizabethtown College in Pennsylvania. She holds a BA and MS in Engineering Sciences from Dartmouth College, and PhD in Mechanical Engineering from the University of California at Berkeley. Dr. Atwood’s research interests are in creativity, engineering design, first-generation and low-income students, internship experiences, and criterion-based course structures.Dr. Kurt M DeGoede, Elizabethtown College Professor of Engineering and Physics, Elizabethtown

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Shane A. Brown P.E., Washington State University; Devlin Montfort, Washington State University

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NSF Grantees Poster Session

Paper ID #6504Curricular Materials and Methods for Student Conceptual Understanding inMechanics of MaterialsDr. Shane A. Brown P.E., Washington State University Dr. Shane Brown conducts research on cognition and conceptual change in engineering. He received his bachelor’s and Ph.D. degrees from Oregon State University, both in civil engineering. His Ph.D. degree includes a minor in Science and Mathematics Education. His master’s degree is in Environmental Engineering from the University of California-Davis. Dr. Brown is a licensed professional civil engineer and has six years of experience designing water and wastewater

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Marisa Hamilton, Riviera Kaufer High School; Lee Clapp, Texas A&M University, Kingsville; Mohamed Abdelrahman, Texas A&M University, Kingsville

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NSF Grantees Poster Session

AC 2012-4915: VALIDITY OF THE METHODOLOGY FOR ESTABLISH-ING BASELINE WATER QUALITY FOR URANIUMMrs. Marisa Hamilton, Riviera Kaufer High SchoolDr. Lee Clapp, Texas A&M University, Kingsville Lee Clapp is an Associate Professor in environmental engineering.Prof. Mohamed Abdelrahman, Texas A&M University, Kingsville Mohamed Abdelrahman received the B.S. and M.S. degrees in electrical engineering and engineering physics from Cairo University, Egypt in 1988 and 1992, respectively. He received an M.S. and a Ph.D. in measurement and control and nuclear engineering from Idaho State University in 1994 and 1996, re- spectively. He is currently the Associate Dean of Engineering at Texas A&M University, Kingsville

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ashland O. Brown P.E., University of the Pacific; Daniel D. Jensen, U.S. Air Force Academy; Joseph J. Rencis P.E., Tennessee Technological University; Kristin L. Wood, Singapore University of Technology and Design; Kyle A. Watson, University of the Pacific; Chuan-Chiang Chen, California State Polytechnic University, Pomona; Vladimir A. Labay, Gonzaga University; Ismail I. Orabi, University of New Haven; Firas Akasheh, Tuskegee University; John J. Wood, U.S. Air Force Academy; Rachelle Kisst Hackett, University of the Pacific; Kathy Schmidt Jackson, Pennsylvania State University; Jiancheng Liu, University of the Pacific; Paul Henry Schimpf; Alexis Pham, University of the Pacific; Krystian Zimowski, University of Texas, Austin; Kristin Taylor, University of the Pacific

Tagged Topics

NSF Grantees Poster Session

. Page 25.752.9The FE learning modules are currently linked to one of six commercial FE codes (SolidWorks®Simulation, SolidWorks® Flow Simulation, MSC.Nastran, Comsol, ANSYS® ANSOFT, orAdvantEdge™) all commonly used in industry.Assessment FoundationsHelpful steps to assessments for the FE learning modules are: (a) gathering studentdemographics (i.e., academic major, educational level, grade point average, expected gradeearned in current course, reason for taking course, plans after graduation, age, ethnicity, andgender); (b) gathering Felder-Soloman learning styles and MBTI personality type (this analysis,along with learning objectives, can be reviewed and fed back into improving the modules); and(c) collecting all data and linking these data to

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Marie C Paretti, Virginia Tech; Daria A Kotys-Schwartz, University of Colorado Boulder; Susannah Howe, Smith College; Julie Dyke Ford Ph.D., New Mexico Tech; Benjamin David Lutz, Virginia Tech; Kevin Kochersberger, Virginia Polytechnic Institute and State University; Chris Gewirtz, Virginia Polytechnic Institute and State University; Laura Mae Rosenbauer, Smith College; Sidharth Arunkumar, New Mexico Tech

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NSF Grantees Poster Session

R. Stevens, A. Johri, and K. O'Connor, "Professional Engineering Work," in Cambridge handbook of engineering education research, A. Johri and B. M. Olds, Eds., ed Cambridge, UK: Cambridge University Press, 2014, pp. 119-137.2 J. Trevelyan, "Reconstructing engineering from practice," Engineering Studies, vol. 2, pp. 175-195, 2010.3 K. J. B. Anderson, S. S. Courter, T. McGlamery, T. M. Nathans-Kelly, and C. G. Nicometo, "Understanding engineering work and identity: a cross-case analysis of engineers within six firms," Engineering Studies, vol. 2, pp. 153-174, 2010.4 American Society of Mechanical Engineers, "V2030 Research - Drivers, Data, Action and Advocacy," American Society of

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Neil A. Knobloch, Purdue University; Levon T. Esters, Purdue University; Heidi A. Diefes-Dux, Purdue University, West Lafayette (College of Engineering); Abeera P. Rehmat, Purdue University; Quintana M. Clark, Purdue University, West Lafayette ; Ulyssa Hester, Purdue University; Trinity A. Johnson; Dottie Vollmer, Purdue University; Elizabeth Morgan Alexander, Purdue University

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Diversity, NSF Grantees Poster Session

Paper ID #22317Enhancing Minority Middle School Student Knowledge, Literacy, and Moti-vation in STEM Using Culturally Relevant ContextsDr. Neil A. Knobloch, Purdue University Neil Knobloch is a recognized leader for his scholarship of teaching and learning processes in agricultural sciences to engage and retain students in the STEM career pipeline. His research improves the devel- opment of future educators and scientists to engage with K-12 audiences, demonstrates learner-centered teaching strategies to increase student motivation and engagement, and advances intentional and inclusive mentoring of women and minorities in

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Eliza Gallagher, Clemson University; D. Andrew Brown, Clemson University; Christy Brown, Clemson University; Kristin Kelly Frady, Clemson University; Marketa Marcanikova , Clemson University ; Sez Atamturktur Ph.D., Clemson University; Stanley N. Ihekweazu, South Carolina State University; Michael A. Matthews P.E., University of South Carolina; Robert J. Rabb P.E., The Citadel; Richard H. Roberts Jr, Florence Darlington Technical College; Ikhalfani Solan, South Carolina State University; Ronald W. Welch, The Citadel; Anand K. Gramopadhye, Clemson University

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Diversity, NSF Grantees Poster Session

] National Academy of Sciences, Expanding Underrepresented Minority Participation: America’s Science and Technology Talent at the Crossroads. Washington, DC: National Academies Press, 2011. [8] S.-A. Allen-Ramdial and A. Campbell, “Reimagining the pipeline: Advancing stem diversity, persistence, and success,” BioScience, vol. 64, no. 7, pp. 612–618, July 2014. [9] U. Treisman, “Studying students studying calculus: A look at the lives of minority mathematics students in college,” The College Mathematics Journal, vol. 23, no. 5, pp. 362–372, 1992.[10] G. Lichtenstein, H. Loshbaugh, B. Claar, H. Chen, K. Jackson, and S. Sheppard, “An engineering degree does not (necessarily) an engineer make: Career decision making among undergraduate

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Jana Bouwma-Gearhart, Oregon State University; Shane A. Brown P.E., Oregon State University; Thomas Dick, Oregon State University; Susie J Brubaker-Cole, Oregon State University; Ann Sitomer, Oregon State University; Kathleen Quardokus Fisher, Oregon State University; Christina Smith, Oregon State University; John David Ivanovitch, Oregon State university; Julie Risien, Center for Research on Lifelong STEM Learning; Lori J. Kayes, Department of Integrative Biology, Oregon State University; Devon Quick, Oregon State University

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NSF Grantees Poster Session

allow feedback into the implementation of EBIPs in the classroomand support of the Communities of Practice.We have developed a model18 relating the (a) implementation activities, (b) structure of highereducation and associated theoretical frameworks, and (c) data sources to guide the continuingactivities of the research group in DBIR. The model was constructed on both a priori (pre-award) notions of organizational functioning and change, as well as evolving notions informedby the identifications of obstacles and opportunities to study change in these complicated units. Ithas been used to guide the continuing research activities (planning, data collection, analysis, andwriting). At its core, the model is a careful and deliberate meld of various

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Jana Bouwma-Gearhart, Oregon State University; Shane A. Brown P.E., Oregon State University; Thomas Dick, Oregon State University; Susie J Brubaker-Cole, Oregon State University; Ann Sitomer, Oregon State University; Kathleen Quardokus Fisher, Oregon State University; Julie Risien, Oregon State University ; David L. Little II, Oregon State University; Christina Smith, Oregon State University; john David ivanovitch, Oregon State university

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NSF Grantees Poster Session

: A theory of action perspective.” Massachusetts: Addison-Wesley Publishing Company.2. Fiol, C. & Lyles, M. (1985). “Organizational learning.” Academy of Management Review, 71(4), 81–91. Page 26.664.103. Levitt, B., & March, J. G. (1988). “Organizational learning.” Annual Review of Sociology, 14, 319–340.4. D'Andrade, R. G., & Strauss, C. (Eds.). (1984). “Human motives and cultural models” (Vol. 1). Cambridge University Press.5. Ferrare, J. J., & Hora, M. T. (2012). “Cultural models of teaching and learning: Challenges and opportunities for undergraduate math and science education.” WCER Working Paper No

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Matthew W. Ohland, Purdue University, West Lafayette; Misty L. Loughry, Georgia Southern University; Richard A. Layton, Rose-Hulman Institute of Technology; rebecca lyons; Daniel M. Ferguson, Purdue University, West Lafayette; Kyle Heyne; Tripp Driskell, Institute of Simulation and Training; David Jonathan Woehr, University of North Carolina Charlotte; Hal R Pomeranz; Eduardo Salas, University of Central Florida; Andrew Caleb Loignon, UNC - Charlotte; Shirley C Sonesh, UCF

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NSF Grantees Poster Session

-based system for assigning members to teams using instructor- specified criteria. Advances in Engineering Education, 2 (1), 1-28. 3. Verleger, M., Diefes-Dux, H., Ohland, M. W., Besterfield-Sacre, M., & Brophy, S. (2010). Challenges to Informed Peer Review Matching Algorithms. Journal of Engineering Education, 99(4), 397 – 408. 4. Rentsch, J.R., Delise, L.A., Salas, E., & Letsky, M.P. (2010). Facilitating knowledge building in teams: Can a new team training strategy help? Small Group Research, 41(5), 1-19. 5. Zhang, B., & Ohland, M. W. (2009). How to assign individualized scores on a group Page 23.1071.5

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Stephen J Krause, Arizona State University; Dale R Baker, Arizona State University; Terry L. Alford, Arizona State University; Casey Jane Ankeny, Arizona State University; Adam R Carberry, Arizona State University; Milo Koretsky, Oregon State University; Bill Jay Brooks, Oregon State University; Cindy Waters, North Carolina A&T State University; Brady J. Gibbons, Oregon State University

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NSF Grantees Poster Session

and adoption rates in U.S engineering departments. Journal of Engineering Education, 99(3), 185 - 207.3. Borrego, M., and Henderson, C. (2014). Increasing the use of evidence-based teaching in STEM higher education: A comparison of eight change strategies. Journal of Engineering Education, 103(2) 220–252.4. Bransford, J., Brown, A., and Cocking, R. (2000). How People Learn. National Academy Press.5. Brooks, B. J., Gilbuena, D. M., Krause, S. J., and Koretsky, M. D. (2014). Using word clouds for fast, formative assessment of students’ short written responses. Chemical Engr. Educ., 48(4), 190-198.6. Brown, J. and Duguid, P. (1991). Organizational learning and communities of practice: Toward a unified view of working

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lynne A Slivovsky, California Polytechnic State University, San Luis Obispo; Lizabeth L Thompson P.E., California Polytechnic State University, San Luis Obispo; Jane L. Lehr, California Polytechnic State University, San Luis Obispo; Bridget Benson, California Polytechnic State University, San Luis Obispo; Andrew Danowitz, California Polytechnic State University, San Luis Obispo; John Y Oliver, California Polytechnic State University, San Luis Obispo

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Diversity, NSF Grantees Poster Session

theoretical underpinnings of our work and introducingour collaborative change model, Critical Collaborative Educational Change, that will formthe basis for our work over the five-year grant period.BackgroundOur project emphasizes culture change with a focus on faculty in our proposed work. Wedraw from Schein’s definition of culture, which depicts culture as operating on three levels:(a) artifacts—visible phenomena including physical space, published goals, activities, andobserved behaviors; (b) espoused beliefs and values—ideals, aspirations, includingarticulations of why a group does what it does; and (c) basic underlying assumptions—unconscious, taken-for-granted beliefs and values that shape behavior, perception,thought, and feeling [2]. We find

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Angela R Bielefeldt, University of Colorado, Boulder; Lupita D Montoya, University of Colorado, Boulder; Andrea Ferro, Clarkson University; Cesunica E. Ivey, University of California, Berkeley; Shakira Renee Hobbs, University of California Irvine; Maya A Trotz, University of South Florida; Cliff I. Davidson, Syracuse University; Susan J. Masten P.E., Michigan State University; Sheryl H Ehrman, San Jose State University; Chang-yu Wu, University of Florida

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Diversity, NSF Grantees Poster Session

Education (ASEE), EDMS Query, 2020 Data. Query Oct 27, 2022.[13] ABET. Accredited Programs. https://amspub.abet.org/aps/name- search?searchType=program&keyword=Environmental%20Engineering&degreeLevels=B &countries=US Accessed Jan. 14, 2024.[14] A.R. Bielefeldt, “Professional licensure among civil engineering faculty and related educational requirements,” Journal of Professional Issues in Engineering Education and Practice, vol. 145, no. 3, 04019004, 9 pp, DOI: 10.1061/(ASCE)EI.1943-5541.0000411[15] A. Aguirre, “Microaggressions, Marginalization, and Stress: Issues of Identity, Place, and Home for Minority Faculty in Academia,” In: Benuto, L., Duckworth, M., Masuda, A., O'Donohue, W. (eds) Prejudice

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kenneth A Connor, Rensselaer Polytechnic Institute; Kathleen Meehan, University of Glasgow; Bonnie H. Ferri, Georgia Institute of Technology; Aldo A. Ferri, Georgia Institute of Technology; Deborah Walter, Rose-Hulman Institute of Technology

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NSF Grantees Poster Session

Paper ID #19869Center for Mobile Hands-On STEMProf. Kenneth A Connor, Rensselaer Polytechnic Institute Kenneth Connor is a professor in the Department of Electrical, Computer, and Systems Engineering (ECSE) where he teaches courses on electromagnetics, electronics and instrumentation, plasma physics, electric power, and general engineering. His research involves plasma physics, electromagnetics, photon- ics, biomedical sensors, engineering education, diversity in the engineering workforce, and technology enhanced learning. He learned problem solving from his father (ran a gray iron foundry), his mother (a nurse) and

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Shawn S. Jordan, Arizona State University, Polytechnic campus; Courtney A. Betoney, Arizona State University, Polytechnic campus; Tyrine Jamella Pangan, Arizona State University, Polytechnic; Ieshya Anderson, Arizona State University; J. A. Fernandez, Arizona State University

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Diversity, NSF Grantees Poster Session

Paper ID #23101Results from the Implementation of Culturally-relevant Engineering DesignCurriculum for the Navajo Nation and Future DirectionsDr. Shawn S. Jordan, Arizona State University, Polytechnic campus SHAWN JORDAN, Ph.D. is an Associate Professor of engineering in the Ira A. Fulton Schools of En- gineering at Arizona State University. He teaches context-centered electrical engineering and embedded systems design courses, and studies the use of context in both K-12 and undergraduate engineering design education. He received his Ph.D. in Engineering Education (2010) and M.S./B.S. in Electrical and Com- puter

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tamara J. Moore, Purdue University; Kristina Maruyama Tank, Iowa State University; Aran W. Glancy, University of Minnesota, Twin Cities; Emilie A. Siverling, Purdue University; Corey A. Mathis, Purdue University

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

approaches that engage students in developing models of real world problems and their solu- tions. Her research also involves working with educators to shift their expectations and instructional prac- tice to facilitate effective STEM integration.Tamara is the recipient of a 2012 Presidential Early Career Award for Scientists and Engineers (PECASE) for her work on STEM integration with underrepresented minority and underprivileged urban K-12 students.Kristina Maruyama Tank, University of Minnesota, Twin CitiesMr. Aran W Glancy, University of Minnesota, Twin Cities Aran W. Glancy is a Ph.D. Candidate in STEM Education with an emphasis in Mathematics Education at the University of Minnesota. He is a former high school

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Robert L. Potter, University of South Florida; Gerry G. Meisels, University of South Florida; Peter Stiling, University of South Florida; Kevin Yee, University of South Florida; Ruthmae Sears, University of South Florida ; Catherine A. Beneteau, University of South Florida; Kelley G. Schuler, University of South Florida; Alberto Danny Camacho, Hillsborough Community College; Scott W. Campbell, University of South Florida

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Diversity, NSF Grantees Poster Session

Catherine B´en´eteau is a Professor of Mathematics at the University of South Florida. Her research areas are in complex function theory and mathematics education. In mathematics, she has studied polynomial approximation, extremal problems in analytic function spaces and related applications. In mathematics education, she has done a lot of work supported by the National Science Foundation to integrate inquiry- based methods and applications of mathematics into the undergraduate curriculum. She has also been active in faculty development across the United States, in particular in connection with the use of Process Oriented Guided Inquiry Learning (POGIL). She was the recipient of the University Outstanding Under

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lydia Ross, Arizona State University; Lindy Hamilton Mayled, Arizona State University; Stephen J. Krause, Arizona State University; Eugene Judson, Arizona State University; Keith D. Hjelmstad, Arizona State University; James A. Middleton, Arizona State University; Robert J. Culbertson, Arizona State University; Casey Jane Ankeny, Northwestern University; Ying-Chih Chen, Arizona State University; Kara L. Hjelmstad, Arizona State University; Kristi Glassmeyer, Arizona State University; Sarah Hoyt, Arizona State University

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NSF Grantees Poster Session

included for each analysis varies, and is noted below.Data Sources & AnalysisProgram evaluation focused on four major areas: (a) shifts in awareness of, attitudes towards,and reported use of active learning pedagogical practices, (b) changes in instructional practices,and (c) effectiveness of communities of practices sessions, and (d) satisfaction with the JTFDprogram. To measure these four areas, we administered a series of surveys and conductedclassroom observations.These data were collected at three points across the academic year: before the start of theprogram (pre), between the fall and spring semesters (mid), and at the end of the program (post).Due to differing completion rates of faculty members for each survey, the number of